Exploring Motivational Predictors of Engineering Students’ Intention to Teach

• In Event: Educating for Equity and Excellence: Perspectives on Motivation, Cultural Responsiveness, and Professionalism

Abstract

U.S. schools face persistent shortages of teachers who can weave authentic engineering into K–12 instruction. To explore a novel talent pool, we surveyed undergraduate engineering majors at a southeastern research university, asking how they view teaching and what would attract them to classroom roles. Eighteen items from the Factors Influencing Teaching Choice scale were parcelled into three motivational facets—Teaching Interest, Social Impact, and Child Enjoyment—and related to students’ stated likelihood of seeking teaching experience. Results show that enthusiasm for instructional tasks and ease with children, not abstract civic ideals, drive intention. Financial and résumé incentives are welcomed but secondary. The study suggests recruitment efforts should foreground engaging, child-centred teaching opportunities supported by modest scholarships or certificate pathways.

Authors

• Nathaniel Hunsu, University of Georgia

• Olanrewaju Paul Olaogun, Merrimack College